According to the definition developed by the Learning Disabilities Association of Ontario (2001) and adopted by the Learning Disabilities Association of Canada (2002), children with learning disabilities demonstrate
a. impairments in one or more psychological processes related to learning despite having average to above-average intelligence,
b. unexpectedly low academic achievement, or at times average to above-average achievement attained only at the expense of unrealistically high levels of effort and/or educational support, and
c. no other diagnosed problem or disability, such as an intellectual disability (developmental delay).
Learning disabilities range in severity and interfere with the acquisition and;
- use of oral language (e.g., listening, speaking, understanding), reading (e.g., decoding, comprehension),
- written language (e.g., spelling, written expression), and/or
- mathematics (e.g., computation, problem solving).
- skills, social perception, and social interaction
Learning disabilities are associated with problems in listening, reasoning, memory, attention, selecting and focusing on relevant stimuli, and the perception and processing of visual and/or auditory information. These perceptual and cognitive processing difficulties are assumed to be the underlying reason why students with learning disabilities experience one or more of the following characteristics: reading problems, deficits in written language, underachievement in math, poor social skills, attention deficits and hyperactivity, and behavioral problems. Thus, individual children with a learning disability can have very different profiles (Henley, Ramsey, & Algozzine, 1999; Hutchinson, 2002).
Learning disabilities can also appear in association with such medical conditions as lead poisoning and fetal alcohol syndrome, or other disabilities such as communication disorders and emotional behavioural disorders
About four times as many boys as girls are classified as having a learning disability. This gender difference has been given various explanations, such as:
- greater biological vulnerability for boys,
- greater instance of language and reading difficulties for boys, and
- referral bias (i.e., boys are more likely to be referred by teachers because of their disruptive, hyperactive behaviour).
The most common problem for children with a learning disability involves reading, especially the phonological skills needed to understand how sounds and letters combine to make words.
francis1897 answered the question on March 10, 2023 at 12:51